Content I. Introduction II. Main part Approaches of Curriculum 4

Assessment	∙general competence criteria. ∙focus on presences; on what learner knows and can do. ∙no failure; only different lengths of time in which to succeed. ∙teacher shares the task of evaluation with the learner.
∙specific performance criteria; there are clear rights and wrongs. ∙focus on absences – on what the learner has left out. ∙failure if the learner does not complete things fully or correctly ∙teacher performs the task of assessment.
Along the lines of curriculum approaches , also three Indian scholars, Narayana, Kirshna, and Rao,(2011:49-66), state four main approaches to curriculum construction: Herbartian Approach Morrison Approach Evaluation Approach Integrated Approach To clarify more ,the following paragraphs provide with details for the above mentioned approaches. Herbartian Approach The idea of educational teaching is central to Herbart’s theory of education which is founded on experience and on philosophical reflection. Like practical and theoretical educationalists before him, Herbart also makes a distinction between education (Latin: educatio) and teaching (Latin: instructio). ‘Education’ means shaping the development of character with a view to the improvement of man. ‘Teaching’ represents the world, conveys fresh knowledge, develops existing aptitudes and imparts useful skills. Herbart’s reforming pedagogics revolutionized the relationship between education and teaching. A new paradigm of pedagogical thinking and pedagogical action is thus created (Hilgenheger,2000: 649-664). Morrison Approach Morrison's studies posit that genuine learning consists of the student adapting or responding to a situation through rejecting the notion that learning referring only to the acquisition of subject matter, Morrison instead concentrates on actual change in the behavior of the learner, what he calls an adaptation. Thus , the unit is the procedure used for the teaching of an adaptation based on a stimulus-response psychology. This concept stems, in part, from Morrison's categorization of learning into a cycle of three phases: stimulus, assimilation, and reaction (Beck,1962:56-59). Evaluation Approach Today teaching is organized by using the evaluation approach . Under this approach a yearly and a unit plan is prepared . The education process is considered as tri-polar process . There are three fundamental elements: (1) Education objectives. (2) learning experiences and (3) Change behaviour of evaluation approach. Teaching and testing activities are performed side by side, yet, all the activities of teachers and students are evaluated qualitatively and quantitatively, thus, the evaluation of the students include cognitive , affective , and psychomotor domains (Narayana et.al. , 2011 :57-58). In a such context , the teacher has to organize and create learning situations for providing experiences to the students according to their available resources. Teacher should behave as philosopher, instructor, and friendlier (Rani , 2007 :167) . Integration Approach Integration approach employs group-controlled instruction which must be actively oriented method of instruction. To be briefed, Narayana etal.(2011:63-66) mention the main characteristic and limitations of this approach as showing below: The knowledge of subjects is given in the integrated form . The students learn the various subjects simultaneously. The students' interests are taken in consideration . It is activity oriented and experience – centered . The selection of the subjects are useful in real life. It employs group- controlled instruction , therefore, duties and responsibilities are assigned to the students. It helps in developing a spirit of team work and feeling of cooperation. While the major limitations of this approach can be listed as the following : It is very costly from time, money, and energy point of view. The sequence of the subject-content is not be followed. It can be used at lower level but can be used for higher level. The higher objectives of education cannot be achieved . It does not consider the individual differences of the student. Smith (1996, 2000), author of “Curriculum Theory and Practice” in the Encyclopedia of Informal Education, developed his own categories for understanding curriculum development. Smith’s approaches are listed as follows: Transmission of Information: Curriculum as a body of knowledge to be transmitted via a syllabus. End Product: Curriculum as an attempt to achieve certain ends-products. Process: Curriculum as a process. Praxis: Curriculum as praxis (action that is committed).

There is a general consensus that no one-curriculum development approach is better than another rather one approach may better suit a specific situation. The flexible approach simply refers to another approach that is derived from other curriculum models. For example, teachers can modify the specified curriculum elements all the time as the objectives are taken as a guideline. The same can be said for many texts such as Target or Link (Language texts) which teachers select activities from rather than getting students to do all exercises from the 1^st to the last page. It is seen as a resource book instead with the teacher having the discretion of how much or how little to use depending on the caliber of the class in question (Johnston , 1999:85-95).
Curriculum planning can be no more based on single theory than can other complex decisions such as choosing a spouse, buying a car, or selecting a president. In order to repair these deficiencies of theory as a basis for curriculum planning, Schwab offers the "Eclectic" as an approach to curriculum planning. Theory brings certain features of a phenomenon into focus, helping the curriculum planner to understand better that aspect of the situation. For example, Piagetian theory helps the planner understand the student's cognitive development. Curriculum planners trained in the "eclectic arts" not only can use theory to view phenomena, they also know which aspects of the phenomenon each theory obscures or blurs (Schwab ,1970:45-50). See App. 2
3. Theories of Curriculum
The education theorists have founded theories about education by relying on the overall worldview that governs society. They also got assistance from psychology and sociology theories. These education theories in turn inspired the curriculum planning theory-makers. Numerous attempts have been made to classify curriculum theories in terms of maturity and complexity as well as attempts at categorization. The following philosophic theories examine curriculum from a broad view that includes all of the learner’s experiences to the more restricted view that sees it as academic subject matter. Gutek (1988 :120-122) discusses many sources of educational theory such as;

1.